Research Past Events
Exploring the Characteristics of Students with Low incidence Disabilities in the Special Education Longitudinal Study: Implications for Teacher Preparation Programs. (Bowen, Brewer, Correa-Torres, Luckner)
- In this collaborative research project, data from the Special Education Elementary Longitudinal Study (SEELS) on students with low incidence disabilities (deaf/hard of hearing, blind/visually impaired, and multiple disabilities) were analyzed to determine the characteristics of students identified in the SEELS study as having low incidence disabilities. SPSS software was used to portray the descriptive statistics for students with low incidence disabilities who participated in this longitudinal study. Specifically, the characteristics including demographics, school experiences, instructional settings, accommodations and supports, and academic outcomes were analyzed.
Language Development of English Language Learners during Sociodramatic Play: Video Analysis. (Banerjee)
- This research project expanded on the 2010-2011 experimental study the primary investigator conducted to investigate if language-rich environments and the role of adults as facilitator or mediator during sociodramatic play routines positively impact early literacy skills of ELLs in preschool classrooms. Using the computer-aided LSA program, Systematic Analysis of Language Transcripts (SALT), the researcher and a graduate assistant transcribed and analyzed/interpreted language sample data collected through videos of children engaged in sociodramatic play to answer the following questions: (a) What types of pretend play do children who are ELL engage in? (b) How complex is this play? (c) What are the number of different words (NDW) spoken by children during play? (d) What is the child’s mean length of utterance (MLU) during the play? (e) Is there a relationship between the type of play and the child’s MLU or NDW? (f) To what extent do children communicate with each other? (g) Is there a relationship between the type of play and the extent to which children communicate with each other. The research project helped to advance the current practice in early childhood classrooms to support language early literacy skills for young ELLs and, thus, supported the mission of Bresnahan-Halstead Center to support faculty to work for the advancement of knowledge and quality services for people with disabilities through research and scholarships.